Influence of Comprehension of Directive Words in Essay Questions in English Language Examinations on Students’ Academic Achievement

Abstract

This research assessed the impact of comprehension of directive words in essay questions in English Language examinations on the academic achievement of sandwich English Language Education students in Joseph Sarwuan Tarka University, Makurdi. The research designs were survey and ex post facto. From a population of 131, a sample of 79 students were selected from 2023-2024 academic session using a Two-stage sampling technique. Anchored on Bloom’s Taxonomy, students’ Cumulative Grade Point Average and a researcher-developed cognitive test were used for data collection. The cognitive test was validated by five experts and when pilot-tested to ensure reliability, a coefficient of 0.808 was obtained. The test was administered and the scripts were marked and scored. Analysis was done using students achievement means and the Analysis of variance (ANOVA) technique. Results revealed that the sandwich students were unable to identify single, double and phrasal directive words in essay questions in English Language examinations. They were also unable to understand the meanings of directive words irrespective of level of study. Furthermore, lack of comprehension of directive words in essay examinations had a positive significant relationship on academic achievement in English Language. It was concluded that sandwich English Language Education students understudied were unable to understand the demands of directive words in essay questions in English Language examinations. It was recommended that it is better for them to be trained and encouraged to undergo self-improvement through personal studies on types of directive words, their expected demands in essay questions and the application of this knowledge in responding to essay questions in examinations.